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All Journal JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Journal of Empowerment Community Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP) The Journal of English Literacy Education

Dedeh Rohayati

Prodi Pendidikan Bahasa Inggris FKIP Universitas Galuh

Author-ID : 3649875

Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences Other

Published : 19 Documents Claim Missing Document

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Articles

Title

MOVIE CLIPS AS A MEDIA TO TEACHING WRITING OF NARRATIVE TEXTS Anisa Oktaviani; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This paper reports on student’s perception on the effect of teaching writing of narrative texts using media movie clips. Movie clip is one kind of audio visual media which is very useful in teaching learning process if the teacher carefully prepares it and then she/he uses it effectively to support the explanation of the lesson.This research uses mixed method design with explanatory type design by means of three data collection techniques : pre test and post test, document test, and interview. The sample of this research was 12 students of ten grade from one Vocational High School in Tasikmalaya. The result of this research shows the significant effect with normality test is 0.63≥ 0.05 so that H0 is accepted. Then value of pretest comes from populations that are normally distributed, and that significant value of post test is 0.15 ≥0.05, so that H0 is accepted. The improvement made by movie clips is an avarage pretest amounting 63.58 and 77.5 for posttest. It means that there is an improvement, and the perception obtained from interview shows a lot of positive comment. Meanwhile, each student has different scores, high and low, that are able to influence how their learning achievement are in the classroom, but they have the same goal in writing class in that they want to write well and correctly. Before writing, they must also have good exercise and skill in order to get correct writing results and to achieve success in this course.Keywords: mixed method. movie clips, writing

TEACHER AND STUDENTS’ CHALLENGES AND STRATEGIES IN WRITING NARRATIVE TEXT USING GOOGLE CLASSROOM IN A REMOTE AREA Meita Nurdini Lestari; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

This research focused on teacher and students’ challenges and strategies in writing narrative text by using Google Classroom in a remote area. This case study was carried out in an Islamic Senior High School in Malangbong Garut. The writer selected the English teacher and 27 students in class XI IPA-1 as the participants of this study. The first conclusion revealed that the teacher and the students faced challenges in teaching and learning of writing narrative text by using Google Classroom in a remote area, especially in grade eleven of an Islamic Senior High School in Malangbong Garut. The second conclusion revealed that the teacher and students used strategies to solve their challenges in teaching and learning of writing narrative text by using Google classroom in a remote area.

The Use of Video as an Authentic Materials in Improving Students’ Writing Skills of Recount Text Dita Anisa Pratiwi; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9683

This research was purposed to measure the significant difference on the use of video as an authentic material to improve students’ writing skills and investigate the use of video as authentic material in students’ writing skills on recount text. The present study applied cluster random sampling technique that implemented a mixed-method with the type of true-experimental design. A series of pretest-posttest for the quantitative data and interview for the qualitative data were utilized. The sample of the present study employed 30 students as the experimental and control group. The documentation of students’ tests was used to extract the data. The result showed that there was significant difference in students’ writing skills before and after being taught by means of video as an authentic material. Meanwhile, the interview showed that students with high, middle and low achiever gave positive responses about using video as an authentic material in improving writing recount text. The study concluded that the use of video as an authentic material has contributed a good impact to students’ writing recount text with high, middle and low achiever, although it did not give significant impact in students’ learning outcomes particularly in writing recount text.

INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION Annisa Diah Nur Alamsyah; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.

Peer Feedback to Stimulate Students’ Writing Process: A Case Study At a Vocational School in Ciamis Ai Haiva Ingdriawati; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9699

In the process of writing, the teacher always provides feedback to students even though it usually takes to do so. Thus, this study was designed to elaborate the use of peer feedback, the type of peer feedback, and students' perceptions of peer feedback to be compared with previous related research. The research site was at a Vocational High School in Ciamis. The data were gathered from observations and documents of students' writing. Then, the questionnaires were handed to 10 students who practice peer feedback in the writing class. The results showed that students used two types of feedback. They were direct feedback and indirect feedback. Furthermore, students' perceptions of peer feedback received a positive response and the most of students agreed that the implementation of peer feedback was more beneficial and it helped them improving their writing.

Whatsapp Instant Messaging Activity in Writing English Slogans to Stimulate the 10th Grade Vocational Students’ Critical Thinking Skill Siti Nur Kholifah Hidayati; Dedeh Rohayati; Bambang Ruby Sugiarto
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.19162

The research reports on issues centred of Instant Messaging Activity in Writing English Slogans to Stimulate the 10th Grade Vocational Students’ Critical Thinking. The idea derives from the facts that students still feel writing difficult skill involving vocabulary mastery and sentences translation; this topics leads the research to be carried out. The study aims to find out the activity of using instant messaging in writing English slogans to stimulate students’ critical thinking and analyze the linguistic features, in particular, sound strategies used by the students. In this activity, students can think critically in choosing words when writing English slogans. The method used by researchers is a qualitative case study using observation, field note, a document of narrative slogans and a semi-interview. Thirty-three students from X-OTKP have participated in this research. The observation result and field notes was to be explained descriptively; and the documents of slogans was to be analyzed by using the theory of J.A. Cuddon (1998). Meanwhile, the interview result was recorded, transcribed, and interpretied. The findings indicated that, several students were able to create an interesting slogans well and correctly even though there were still some vocabulary words written incorrectly in the slogans. This might be an evidence of students’ critical thinking skill in term of Taxonomy Bloom’s applying, analyzing, evaluation, and creating; but it still needs improvement. In addition, the use of instant messaging activities were able to provide a pleasant learning atmosphere. Unfortunately, there are still some less motivated students. Therefore, future researchers are advised to learn and determine the effectiveness of instant messaging using quantitative methods.

Exploring Student's Motivation in the Implementation of Multimodal Pedagogy Flipped Classroom: A Case Study Sherly Pebriani Permana; Leni Irianti; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.20176

English speaking skills are often a challenge for university students due to anxiety, lack of confidence, and limited opportunities to practice in meaningful contexts. In higher education, especially in public speaking classes, there is still limited research on how innovative pedagogies such as flipped classrooms combined with multimodal strategies can enhance students' motivation and speaking performance. This study aimed at exploring students’ motivation in the implementation of multimodal pedagogy within a flipped classroom setting in a public speaking course. This research employed a qualitative case study design. The data were collected through classroom observations and semi-structured interviews with undergraduate students at a private university in Indonesia. The results indicate that intrinsic motivation was fostered through activities that allowed autonomy, creativity, and enjoyment, such as videos, group discussions, and multimedia presentations. Meanwhile, extrinsic motivation was driven by teacher feedback, peer recognition, and structured assessments, which promoted more active participation and speaking confidence. The integration of multimodal pedagogy in the flipped classroom supported diverse learning preferences and created a more student-centered environment. These findings suggest that thoughtfully integrating flipped learning and multimodal tools not only improves students’ public speaking competence but also enhances their overall motivation in language learning contexts. For further researcher suggested to broaden the research participant.

Translanguaging as a Pedagogical Strategy for Enhancing Students' English Reading Comprehension Azlya Alizara Dilrahman; Dedeh Rohayati; Lilies Youlia Friatin
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.20096

This study investigates how translanguaging serves as a teaching strategy to improve students' English reading skills in higher education. The study aims to examine students' implementation and perspective on translanguaging in reading activities. Translanguaging refers to the application of all language skills in a flexible way to achieve comprehension in learning a foreign language. This research applied a qualitative method with a case study approach, and data were obtained through observations and interviews. The participants of this study were purposively selected, consisting of one class of first-year student, and one lecturer for observation. Six students and one lecturer were interviewed based on their level of participation in learning activities to triangulate the data and validate the opinions. The results of this study show that the implementation of translanguaging can improve comprehension in reading English. Students naturally applied translanguaging through discussion, note-taking, retelling, and expressing their understanding. They used Indonesian, Sundanese, and also multimodal, such as gestures. In addition, students gave a positive perspective on translation; they felt relaxed, motivated and more confident when reading texts in English. Although students found it useful, its implementation should be regulated to ensure that it does not cause excessive dependence on the original language. In summary, translanguaging can serve as an effective approach to improve learners' comprehension by giving them the opportunity to utilize all they language resource.

Digital Fable Containing Asking and Giving Opinion to Stimulate Critical Thinking in EFL learners’ Speaking Salma Nuraulia; Dedeh Rohayati; Luthfiyatun Thoyyibah
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20104

This study aims to measure the effectiveness of digital fables and analyze EFL students’ perceptions of digital fables containing asking and giving opinions to stimulate critical thinking in EFL learners' speaking. The population and sample consisted of eighth-grade students at a junior high school in Tasikmalaya. The method used was a mixed method with an explanatory model. Quantitative data were collected using a quasi-experimental design and data collection through pre-tests and post-tests on the control group and experimental group. Qualitative data used a case study design, with data collection through EFL learners' perceptions from interviews. The results of the hypothesis testing showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, with a p-value of 0.011 < 0.05, indicating that the results were effective. To measure the level of effectiveness, the N-Gain result was used, yielding a value of 51%, indicating that the results fall into the “less effective” category. Although the quantitative results indicate less effectiveness, the qualitative data show positive student responses, as they improved self-confidence, motivation, and enjoyment in learning. Therefore, the researcher suggests using digital fables in other subjects to enhance student enthusiasm.

Co-Authors Ade Rohana Agus Yuniawan Isyanto Ai Haiva Ingdriawati Alin Fir Handayani Andi Rustandi Anisa Oktaviani Annisa Diah Nur Alamsyah Azlya Alizara Dilrahman Bambang Ruby Sugiarto Budi Rianto Daffa Haikal Farhani Didih Faridah Dita Anisa Pratiwi Etika Rachmawati Rachmawati Ida Farida Indah Nurkhasanah Iskhak Iskhak Leni Irianti Lilies Youlia Friatin Lilis Tugiawati Linia S.R.R Luthfiyatun Thoyyibah Meita Nurdini Lestari Naldiya Arundita Purnama R. Bunga Febriani Rina Herlina Salma Nuraulia Sherly Pebriani Permana Siti Nur Kholifah Hidayati Tri Avanda Agistina Wawan Tarwana Yustin Kustina

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